Two Years Later: Advice for Educators on Planning for September 11
(Posted August 11, 2003)
Philip J. Lazarus, Ph.D., NCSP
Associate Professor and Director of the School Psychology Training Program,
Florida International University
“I will never forget where I was when I heard about the terrorist attacks of September 11,” Mrs. Salmon, my son’s math teacher, said during last year’s parent-teacher night. “I was teaching your son’s math class. In my mind I now have a special connection to my second period students. Somehow we were all in this together on that day. This is a memory that will always be with me.”
Now, two years later, she and millions of other teachers are dealing with the anniversary of September 11 and how to teach students about this tragic event. Both the American Federation of Teachers (AFT) and the National Education Association (NEA) are offering advice. “It is very important—and will always be important—for September 11, 2001, to be remembered as an attack both on our country and on our values—that changed the way we live forever,” AFT President Sandra Feldman said. “The loss of thousands of innocent lives was a loss of innocence for our nation. We must not forget that while our democracy and our history of civic order remain strong, they can come under virulent attack and must be nurtured and defended.”
In a recent summer poll, teachers were rated as the most trusted professionals in the United States. They have the challenge of being our children’s primary providers of lessons about history, civics, democracy, and American values. Consequently, their actions will have a profound effect on how 60 million students will experience September 11, 2003. In order to make this challenge easier, some advice for educators is presented. Following this article, a list of appropriate links is offered that may be helpful in lesson planning.
Some Useful Guidelines
The September 11 anniversary will evoke painful memories and teachers need to be prepared. They need to be mindful of the “anniversary effect” which is a resurfacing of strong emotions reminiscent of emotions previously experienced. Many students not directly affected will experience little or no change in emotional reactions. Whereas others, especially those who suffered loss and are still grieving, may re-experience the feelings of grief, anxiety, fear, and anger that they felt two years ago. If possible, teachers should try to know the history of loss of their students. Students (as well as teachers) who lost a friend, sibling, child, or parent—to an event unrelated to September 11—may also experience a recurrence of strong feelings on this day. Because September 11 coincides with the beginning of the school year, teachers may not be that familiar with the history of their students or know how they reacted last year. Therefore, this is good time to discuss with colleagues any students they believe may be vulnerable. Plans need to be developed to ensure support is made available for all those affected.
It is important to be aware of the facts surrounding September 11. However, if teachers are unsure about particular facts, they should say so. Certainly there is a lot we know about September 11 and a lot we do not know. Also teachers need to be able to differentiate opinions and conjecture from facts. This is not an easy task. It is difficult if not impossible for adults to understand, let alone explain, why 19 terrorists wanted to kill innocent people.
Each teacher may wish to examine carefully his or her own thoughts and feelings regarding September 11 before the second week in September. It is helpful to process feelings with a spouse, colleague or trusted friend. Moreover, teachers should examine any possible biases they may have concerning issues surrounding September 11. Students will often mirror the feelings and responses of their teachers. For a few teachers the anniversary may be so painful that they cannot teach; consequently they will have to make alternative arrangements.
The school week of September 8 through 12 is an important time to listen to students’ feelings and concerns. It is important to lead discussions regarding the September 11 issues and events; however, students should not be forced to talk. If students become frightened, despondent, or angry, teachers can reassure them that these feelings are normal and there is no right or wrong way to feel.
Pay attention to any harassment or intimidation of students. Muslim students may be especially vulnerable at this time. For example, in Florida in the months following September 11, the incidence of hate crimes increased by 24.5 percent and it was believed that this increase might be attributable to the backlash following September 11. It is important to be vigilant. The message should be communicated that any ethnic or religious harassment is unacceptable and will not be tolerated. If any harassment occurs, there needs to be a way that students can alert teachers and administrators.
In planning for September 11, teachers should be sensitive to curriculum requirements. This may be an especially good time to focus on issues related to freedom and democracy. Studying the Declaration of Independence, the Constitution, the Bill of Rights, the history of our flag or our national anthem, the Gettysburg Address, and/or other components of our American system of government may be especially appropriate at this time. Last year, at one of the elementary schools where my wife serves as a school psychologist, all classes learned a different patriotic song (e.g., America the Beautiful, Grand Old Flag), which they sang at a school assembly. Topics related to global awareness, multiculturalism, tolerance, conflict resolution and the immigrant experience, might all be appropriate. For example, during the week of September 8 through 12, a school might consider hosting individuals who recently immigrated to the United States and have them tell why they made this choice.
For most youngsters who were not severely impacted, the natural support system of their family, friends, and church should be sufficient to help them during September 11 and the days surrounding it. Teachers will want to be alert to children who are socially isolated from their peer group or who appear to be especially troubled by the anniversary. Teachers can certainly offer support to students that appear isolated or troubled, but should not act as professional counselors or mental health professionals unless they’ve been properly trained and licensed to perform those functions. Rather, classroom teachers should be aware of available counseling and support resources and know how to make referrals as necessary.
It is recommended that all teachers or schools communicate directly to parents regarding the activities planned for September 11. This can be through newsletters, PTA meetings, assemblies, or notes sent home to parents. If any parent has a specific concern about their child, they can be asked to contact their child’s teacher or a designated school administrator, teacher or counselor.
This is also a good time to reflect on how the country has changed since September 11 and how each student’s life may have been impacted. It is important to reassure students that they are safe in school and that terrorists have never attacked a school building in our country. Let students know that adults are doing everything within their power to prevent any future attacks and to make sure that our country is safe. Older children will understand that life offers no guarantees, yet the likelihood of something happening to them in school is remote.
In my experience as Chairperson of the National Emergency Assistance Team and Director of our School Psychology Training Program at Florida International University, I have had the opportunity to talk to many mental health professionals across the country. My impression is that among those individuals that did not experience direct losses, adults appeared to be more strongly impacted by September 11 than were students. It is important to remember that when there are adults and children on an airplane, the flight attendants always tell the adults to put on their oxygen masks before they put them on their children. In the same way, teachers need to take good care of themselves , first, in order to be most helpful to their students.
The anniversary week of September 11 is an important time to engage in healthy habits, such as getting enough sleep, exercise and good nutrition. Also it is best to support colleagues by listening and sharing feelings and concerns. This is an especially good way to help reduce and minimize stress. It is also helpful to learn how other teachers are handling lessons, activities and classroom discussions. Offering extra support to beginning teachers or those who have suffered recent losses is highly recommended.
Darkness pervaded our country on that black September day. Yet there were many points of light—our police officers, firefighters, emergency services personnel, civic leaders, courageous airline passengers, and ordinary citizens who responded in the aftermath. These everyday heroes illuminated our view of ourselves as citizens who refused to be defeated.
Teachers will never forget where they were on September 11; they were with our children. They provided comfort and support on that day and in the days that followed. As we approach the anniversary of September 11, teachers can be counted on to continue their vital role in our society. That is why teachers are our most trusted professionals.
Additional September 11-Related Articles are Available on VIRTUS Online:
Two Years Later: A Brief Overview of School-Related Lesson Plans for Remembering September 11 Teaching students about man’s inhumanity to his fellow man is no easy task. Discussing the nature of hatred and terrorism perhaps can be counterbalanced by depicting the human qualities of heroism, faith, courage, civic duty, and generosity of spirit shown in the aftermath of our national tragedy. Perhaps these lesson plans may make a small difference in teaching a number of complex issues.
Two Years Later: Advice for Parents and Other Adults on Planning for September 11 September 11, 2001, will always be remembered as one of the most horrific days in the history of our country. This date serves as a constant reminder of the dangers of terrorism and the vulnerability of our nation. Now we are quickly approaching the second anniversary of this tragic event. For those directly impacted, the anniversary will likely rekindle intense emotions. Parents and others who interact with children are concerned about how best to react. All parents, grandparents, teachers, and other adult caregivers—whether directly impacted or not—need to be prepared to help their children, and each other, cope.
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